scholarly journals Designing the “Self—Concept of Creative Self-Development” of Students during the Training Process in Pedagogics

2015 ◽  
Vol 7 (5) ◽  
Author(s):  
Inna Igorevna Golovanova ◽  
Tatiana Vladimirovna Sibgatullina
Keyword(s):  
The Self ◽  
Self Concept ◽  
Training Process ◽  
Self Development ◽  
Creative Self ◽  
Development Of Students

scholarly journals KONSEP DIRI SEORANG DA'I

2019 ◽  
Vol 1 (2) ◽  
pp. 207
Author(s):  
Noormawanti, Iswati
Keyword(s):  
Social Interaction ◽  
The Self ◽  
Self Concept ◽  
Social Aspects ◽  
The Core ◽  
Self Development ◽  
The World ◽  
Entire Complex ◽  
The Individual ◽  
Beliefs And Attitudes

The concept of self is an understanding of the attitude of the individual towards himself so that it results in the interaction of two or more people. Self-concept is a factor that communicates with others. The concept of self is the views and attitudes of individuals towards themselves, characteristics and individual and self-motivation. The self-view includes not only individual strengths but also weaknesses and even failures. This self-concept is psychological, social and physical. Self-concept is our views and feelings about ourselves, which include physical, psychological and social aspects. The concept of self is not just a descriptive picture, but also an assessment of ourselves, including what we think and how we feel. Anita Taylor defines self-concept as "all you think and feel about you, the entire complex of beliefs and attitudes you hold abaout yourself '. Human behavior is a product of their interpretation of the world around them through social interaction. Behavior is often a choice as a feasible thing to do based on how it defines the existing situation. The definition they give to other people, situations, objects and even themselves determines their behavior. So it is individuals who are considered active to regulate and determine their own behavior and environment. While the core of the individual is consciousness (consciousness). self-development depends on communication with others, which shape or influence themselves

scholarly journals DYNAMICS OF EXISTENTIAL SPHERE OF STUDENTS' INDIVIDUALITY IN THE PROCESS OF PROFESSIONAL PEDAGOGICAL EDUCATION

2020 ◽  
Vol 116 (5) ◽  
pp. 46-52
Author(s):  
Svetlana V. Nesyna ◽  
Keyword(s):  
Professional Education ◽  
Theoretical Basis ◽  
Free Choice ◽  
The Self ◽  
Self Concept ◽  
Self Assessment ◽  
Moral Self ◽  
Self Development ◽  
Inner World ◽  
The University

The aim of this article is to determine the particularities of the dynamics of the existential sphere components of future pedagogues in the process of professional education. The theoretical basis of the presented empirical research is O. Grebeniuk’s pedagogy of the individuality. The significant part of the concept of individuality is the existential sphere being a «dominatrix» of all individuality of a person. 63 undergraduates from 1-year of studying to 4 one with the major in pedagogy have taken part in the research. T. Grebeniuk’s diagnostic method of seven spheres of student’s individuality was used in this work. The research demonstrates students’ high assessment in the development of the components of the existential sphere. They understand its importance in the development of the individuality. The serious deference in the dynamics of the self-assessment of individual valuable positions and orientations has been determined. The qualitative improvements of «Self-concept» reflective processes and components happen in the 2-year of studying with the development of the ability of the self-analysis, deliberate self-respect and making a right choice. The existential sphere in the final year of studying becomes more complicated and at the same time there is a process of structuring: awareness of the inner world and moral self-assessment are in the centre of this process. It defines the development of the components of the existential sphere which reflect the development of the components of «Selfconcept» and provide the realization of the meaning of «Self-concept» in external active actions due to the desire of self-improvement. The development and self-development of the deliberate self-respect and the ability of analyzing the behavior should become the aim of psychological and pedagogical interactions between future pedagogues and their mentors as well as in the university and in resource centers. The significant potential in the development of the existential sphere of individuality is the system of specific pedagogical situations where the necessity of realizing a free choice appears.

scholarly journals Development of students’ constructive self-consciousness experience in psychodrama process

2020 ◽  
Vol 47 (5) ◽  
pp. 304-318
Author(s):  
Elena N. Shutenko ◽  
◽  
Julia P. Derevyanko ◽  
Marina A. Kanishcheva ◽  
Julia J. Kovtun ◽  
...  
Keyword(s):  
Cognitive Complexity ◽  
Research University ◽  
Reference Group ◽  
The Self ◽  
Self Concept ◽  
Diagnostic Tools ◽  
Young Generation ◽  
Self Blame ◽  
Self Acceptance ◽  
Development Of Students

The ongoing socio-cultural deformations mostly negatively affect the young generation, forming distorted forms of identity and self-consciousness. The initial hypothesis of the study was that the development of students' full-fledged self-consciousness can be facilitated by the process of their versatile self-disclosure and self-expression in the reference environment of the group, and this process can be successfully modeled using the psychodrama method. The purpose of the study was to determine the logic and techniques of building a psychodramatic process focused on improving self-awareness of students. The study was based on the role methodology of self-consciousness and the psychodrama method as a practice of replaying personally significant situations in group interaction. The study involved 131 first-year students of Belgorod National Research University. The questionnaires to identify self-attitudes and various aspects of the Self-concept served as diagnostic tools. The results were processed using the paired Student's t-test and Spearman's coefficient of rank correlation. As a result, the study revealed the content of psychodramatic process, the technology of its building and its forms. The essence of this work is to create favorable conditions for students’ self-realization in the reference social environment. The positive influence of psychodrama on the sphere of students’ self-consciousness was shown. In particular, the constructive images in their Self-concept were developing; their self-respect was strengthening due to the growth of reflected self-attitude (t=9.11, p ≤ 0.01) and self-confidence (t=8.56, p ≤ 0.01), autosympathy was increasing through the growth of self-value (t=9.29, p ≤ 0.01) and self-acceptance (t=8.41, p ≤ 0.01), as well as their negative feelings towards themselves were overcoming by reducing inner conflict (t= –8.56, p ≤ 0.01) and self-blame (t= –8.04, p ≤ 0.01). The performed correlation analysis revealed the connection between the growth of indicators of self-knowledge and self-attitude among students in psychodrama process. Namely, a positive relationship was found between an increase in the cognitive complexity of the self-concept and an increase in self-acceptance (r=0.53, p ≤ 0.01) and reflected self-attitude (r=0.51, p ≤ 0.01). The contrast of self-representations growth is positively connected with an increase of reflected self-attitude (r=0.58, p ≤ 0.01) and self-acceptance (r=0.55, p ≤ 0.01), as well as with a decrease of inner conflict (r = –0.45, p ≤ 0.01). The growth of self-concept integrity positively correlates with an increase of self-acceptance (r=0.57, p ≤ 0.01), reflected self-attitude (r =0.54, p ≤ 0.01) and closeness (r=0.53, p ≤ 0.01), as well as with a reduce of inner conflict ( r= –0.51, p ≤ 0.01) and self-blame (r= –0.48, p ≤ 0.01). A number of psychodrama modifications were proposed: long-term versatile building of a safe and confiding relationship space; predominance of non-verbal ways of interaction; saturation with relaxing and imaginative techniques; introspective form of psychodramatic action with elements of sociodrama; inclusion of “Self-centered” topics in the content of classes; targeted training of identification feedback etc. The results revealed a unique mechanism of psychodrama for developing the students' self-consciousness. This is the mechanism of symbolic-metaphorical replaying of a personally significant situation with the active participation of the reference group in creating a versatile positive feedback about the productive ways of the individual’s self-manifestation. The proposed modifications and techniques of psychodrama can be applied in practical work on the psychological support of students.

THE CHALLENGES OF CREATIVE SELF-DEVELOPMENT OF STUDENTS IN PERSON-CENTERED LEARNING

2016 ◽  
pp. 152-157
Author(s):  
Nuriya Miniyarovna Akhmerova ◽  
Anatoly Gennadievich Madzhuga ◽  
Lyudmila Nikolayevna Uvarova
Keyword(s):  
Self Development ◽  
Creative Self ◽  
Development Of Students

scholarly journals Implementation of the MOODLE learning management system potential for students’ creative self-development

2021 ◽  
Vol 284 ◽  
pp. 09010
Author(s):  
Olga Mitina ◽  
Larisa Sleptsova ◽  
Irina Shevelyova
Keyword(s):  
Management System ◽  
English Language ◽  
Learning Management System ◽  
Learning System ◽  
Industrial Society ◽  
Wide Range ◽  
Self Development ◽  
Learning Management ◽  
Creative Self ◽  
Development Of Students

This article attempts to describe the potential of the MOODLE learning management system contributing to the creative self-development in the process of teaching the subject “Oral and Written Speech Practice of the English Language” to students of the “Pedagogical Education” training programme. Despite the impersonality and seeming universality of the digital educational environment, it can act as a means of developing students' individual creative abilities so much needed in the era of the post-industrial society. The main objective of the article is to show possible ways of using the MOODLE learning management system for the creative self-development of students. A wide range of the MOODLE tools helps to increase individualization of education and build students’ individual educational trajectories. In the work with such elements as Forum, Glossary, Database, Assignment and Wiki interaction between students and teachers in the development of new knowledge with creative potential comes to the fore. The conclusions of the article can be applicable in the process of organizing activities in the electronic learning system at the stage of working out assignments aimed at the creative self-development of students.

scholarly journals The Development of Students’ Cognitive Self-Study While Teaching Reading in FL Training

2017 ◽  
Vol 6 (5) ◽  
pp. 321
Author(s):  
Natalia S. Andrianova ◽  
Liliya R. Nizamieva ◽  
Gulnara I. Nazarova ◽  
Olga F. Ostroumova ◽  
Cecile Leblanc
Keyword(s):  
Experimental Work ◽  
Educational Process ◽  
Foreign Languages ◽  
Teaching Reading ◽  
Self Reflection ◽  
Potential Development ◽  
Self Study ◽  
Self Development ◽  
Creative Self ◽  
Development Of Students

<p>In the informational society while teaching foreign languages the development of students’ skills aimed at searching, analyzing, critical thinking, processing and using the obtained information in the productive speech activity is in demand. In this context, the problem of students’ cognitive self-study development, aimed at “revealing” knowledge while reading, is becoming increasingly important as reading while teaching foreign languages not only contributes to self-development and self-reflection, but also to the formation of a cross-cultural and linguistic personality, which is a priority of linguistic education. The solution of the above-mentioned problems has defined the aim of our research: it is the development and implementation of technologies for optimizing students’ self-study in teaching reading. In the course of our experimental work the implementation of the principle of multi-level approach in the form of five interrelated elements in teaching reading – from the level of mastering reading techniques to the level of critical reading and stylistic comprehension reading – contributed to the ultimate development and improvement of students’ constructive-creative self-study. During the experimental work while testing the effectiveness of our methods of cognitive-practical activities, we concluded that in the process of teaching foreign languages, these methods are an effective way of teaching reading, activating students’ self-study, forming linguistic creativity, which manifests itself in the ability to produce oral and written discourses based on the creative potential development of a linguistic personality. The results obtained in the experiment can be used in educational process while creating and implementing the algorithm of organizing students’ self-study while teaching foreign languages.</p>

scholarly journals Development of Students’ Research Activity During Studying at Higher Education Institutions

2021 ◽  
Vol 39 (5) ◽  
Author(s):  
Anastasiia Bessarab ◽  
Volodymyr Sadivnychyi ◽  
Alla Ilchenko ◽  
Galyna Ripka ◽  
Valentyna Shaposhnikova ◽  
...  
Keyword(s):  
Learning Process ◽  
Development Program ◽  
Limiting Factors ◽  
Joint Activity ◽  
Experimental Phase ◽  
Research Activity ◽  
Research Activities ◽  
Self Development ◽  
Creative Self ◽  
Development Of Students

The study is devoted to the development of activities for the development of research activities of students in the learning process in universities. The authors analysed the essence of students' research activities, identified the main tasks of students' research activities and formed a hypothesis that the development of students' research activities in the process of studying at a university will be useful and will be reflected in the dynamics of their creative self-development if it is carried out within the framework of the research development program as a joint activity of a teacher and a student. The authors proposed a model for the development of research activities of students in the learning process, and empirically tested its effect, which confirmed the hypothesis. However, during the experimental phase, some limiting factors were identified.

scholarly journals THE PERSONAL COMPONENT OF INDIVIDUAL EXPERIENCE FORMATION IN TRAINING WORK AS A WAY TO A MORE POSITIVE SELF-CONCEPT IN THE CONTEXT OF PERSONAL IDEAS ABOUT WELL-BEING GENERALIZATION

2020 ◽  
Keyword(s):  
Locus Of Control ◽  
Training Program ◽  
Personal Experience ◽  
Well Being ◽  
The Self ◽  
Self Concept ◽  
Individual Experience ◽  
Training Process ◽  
The Past ◽  
Level Of Significance

The basis of the training program is the conclusion that there is a direct connection between the openness to experience with the idea of oneself as a sensitive, independent, successful, carefree and optimistic person, as well as - the opposite with the idea of ​​oneself as a tough person in the past, present and future. There is also a opposite connection between the openness to experience and the perception of oneself as an anxious person, but it applies only to the present and the future. The connection between openness of experience and ideas about one's own security and self-confidence is observed only in relation to the past and present. In addition, the openness of the experience is characterized by a direct relationship with such indicators of self-regulation as modeling, flexibility, independence and its integral level; the locus of control "Me", the general meaning of life, and the level of significance of the values ​​of independence and stimulation; and opposite - with the locus of control over life and the level of significance of the values ​​of conformity, traditions, power and security. Based on these findings, a training program was developed and tested, which provided for the development of creative thinking, personal growth, strengthening mental health and the development of meaning awareness. During the development of the program, it was taken into account that under conditions of significant socio-political changes there is a decrease in such components of personal experience as locus of life control, general meaningfulness of life, as well as growth of values ​​such as independence, stimulation, hedonism, achievement and power. The approbation of the training program revealed significant changes towards the positive dynamics of the vast majority of indicators in all three time dimensions, which indicates that, first, our established patterns of functioning of the personal experience depending on “Myself-wellbeing” and the impact of socio-political changes are correct; secondly, that the training program of forming the elements of the personal component of individual experience in the training process as a way to increase the well-being reflected in the self-concept is effective. On the basis of the pilot training work, recommendations were formulated on the formation of elements of the personal component of individual experience in the training process as a way to increase well-being, reflected in the self-concept.

scholarly journals Representasi Konsep Diri Remaja Perempuan Pembaca Buku “Sebuah Seni Untuk Bersikap Bodo Amat” dari Mark Manson

Koneksi ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 200
Author(s):  
Canesya Adzani ◽  
Gregorius Genep Sukendro
Keyword(s):  
Social Media ◽  
Life Experience ◽  
The Self ◽  
Self Concept ◽  
Women Readers ◽  
Ideal Self ◽  
Self Help ◽  
The Social ◽  
Self Development ◽  
Global World

Adolescence is a time of self-identification and self-development. The view of oneself that had developed in childhood strengthened in adolescence. This is in line with increasing age and life experience based on the facts experienced. All that makes teenagers can judge themselves good, and also vice versa, less good. Teenagers tend to look at the social media profiles of other teenagers and make comparisons with themselves. This comparison will unconsciously form an ideal self-concept whose standards are getting higher and further away from the self-concept possessed by adolescents today. Teenagers who get negative feedback from social media will find it difficult to accept themselves. There is always an assumption that other people around him will look negatively towards him. The question in this study is "What is the representation of the self-concept of young women readers of the book The Subtle Art of Not Giving a F*ck?". The results based on this study explain that self-concept in adolescent girls after reading The Subtle Art of Not Giving a F*ckis represented as a person who needs to direct himself towards self-help and self-love by realizing how good or bad the situation is owned and how obliged to behave against the situation. The representation of self-help and self-love in the self-concept of the reader is depicted using trying not to think about the affairs of others and focus more on oneself, controlling oneself, accepting and trying to solve cases of life in a cruel global world, and knowing what important are priorities.Usia remaja merupakan tahap pengembangan diri. Pengetahuan tentang diri sendiri yang telah berkembang pada masa anak-anak makin menguat pada masa remaja. Hal ini berbarengan dengan bertambahnya usia dan pengalaman atas dasar kehidupan yang dialami. Semua itu menciptakan remaja yang mampu menilai dirinya sendiri baik, dan juga sebaliknya, kurang baik. Remaja cenderung akan melihat profil remaja lain dan melakukan perbandingan menggunakan dirinya. Perbandingan ini secara tidak sadar akan membangun konsep diri ideal yang standarnya semakin tinggi dan semakin jauh menurut konsep diri yang dimiliki oleh remaja saat ini. Remaja yang mendapatkan reaksi negatif akan sulit mendapat dirinya sendiri. Muncul anggapan bahwa orang lain disekitarnya akan memandang negatif terhadap dirinya. Pertanyaan dalam penelitian ini adalah bagaimana representasi konsep diri remaja perempuan pembaca buku perbaikan diri “Sebuah Seni Untuk Bersikap Bodo Amat”? Hasil penelitian ini menunjukkan bahwa konsep diri pada remaja perempuan setelah membaca buku “Sebuah Seni Untuk Bersikap Bodo Amat” direpresentasikan menjadi suatu pribadi yang perlu mengarahkan dirinya menuju self-help dan self-lovedengan mengetahui seberapa baik atau tidak baik keadaan yang dimiliki dan bagaimana wajib bersikap terhadap keadaan tersebut. Representasi self-help danself-lovepada konsep diri pembacanya digambarkan dengan berusaha untuk tidak memikirkan urusan orang lain dan lebih fokus pada diri sendiri, mengontrol diri, menerima dan berusaha memecahkan kasus hidup di dunia yang kejam, dan mengetahui apa yang penting sebagai prioritas.

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